EDUC 466 Syllabus-updated Jan09
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UNIVERSITY OF LA
VERNE
COLLEGE OF
EDUCATION AND
ORGANIZATIONAL
LEADERSHIP
Introduction to the
Teaching of Reading for
Single Subject Candidates
University of La Verne
EDUC 466
Professor:
Office Phone:
Email:
Course Description:
Covers philosophy, methods, and materials for teaching content area literacy skills.
Examines assessment and instruction strategy; offers opportunities for classroom
observation and participation. Requires 20 hours of fieldwork. Not challengeable.
3.000 Credit Hours
No Prerequisites.
Learner Outcomes:
Students who take this course will be able to:
1) Teach organized, systematic, explicit skills that promote fluent reading, including
decoding skills and spelling patterns;
2) Teach comprehension skills by (a) using strategies for developing students’
background knowledge and academic language and (b) providing explicit instruction in
strategies such as analysis of text structure, summarizing, questioning, and making
inferences;
3) Use diagnostic assessment strategies for individualized and content-based reading
instruction;
4) Use strategies for promoting the transfer of primary language reading skills into
English language reading skills;
5) Address the needs of students with varied reading levels and language backgrounds,
including English language learners, students with reading difficulties, and students who
are proficient readers;
6) Promote the use of oral and written language in a variety of formal and informal
settings;
EDUC 466 Syllabus-updated Jan09
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7) Understand and explain how students learn to read and how the phonological and
morphological structures of the language contribute to this process;
8) Demonstrate professionalism related to secondary reading and language arts, including
knowledge of professional organizations, journals, and other resources.
9) Incorporate content area standards that identify literacy strategies and approaches to all
fieldwork hours and literacy lesson plans.
Course Requirements/Grading Criteria:
 Punctuality & regular attendance in class; 5 points will be deducted for each hour
or portion of an hour missed*
50 points
 Blackboard discussion responses
25 points
 Fieldwork forms downloaded & brought to class
5 points
 Reading Study Guides
75 points
 Group Vocabulary Lesson
45 points
 Reading Comprehension Lesson
65 points
 Literacy & Diversity Group Project
50 points
 Secondary Reading Assessment Inventory
75 points
 Observed Lesson (by FW Supervisor)
32 points
 Fieldwork Log
30 points
 Resource Notebook
38 points
 Midterm Exam
50 points
 Final Exam
100 points
 TOTAL
640 points
*Your participation in this course demonstrates your commitment to the education
field. Your understanding of the content and your participation in course activities
with your peers are vital to your on-going learning. Your attendance affects your
grade. Any student who misses 15% or more (3 classes!) of class time shall receive a
fail grade, or an incomplete, at the discretion of the instructor and consistent with
the policies outlined in the ULV catalog.
(Absences due to participation in a school-related function will need to be made up
through alternative activities. You must provide signed documentation of school-related
function prior to event in order to arrange for alternative assignments.)
Grading Policy:
PLEASE NOTE: THERE IS A 10% PENALTY PER WEEK FOR ANY ASSIGNMENT
THAT IS SUBMITTED PAST THE DUE DATE. Any assignment submitted after the
due date and before the next class period is counted as late.
EDUC 466 Syllabus-updated Jan09
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Any one assignment that is not representative of a graduate level quality (B- or below)
may be revised and resubmitted for a new grade. However, the highest grade that a
revised paper or project may receive is 85% (a B). Only one assignment (excluding the
midterm or final) may be revised during the semester.
Grades will be determined on a percentage basis:
94-100% = A; 90-93.9% = A-; 87-89.9% = B+; 83-86.9% = B; 80-82.9% = B-; 77-79.9%
= C+; 73-76.9% = C
Incompletes:
Please note that a grade of incomplete will be assigned ONLY in cases of emergency
illness or other serious and unexpected circumstances. Assignments turned in subsequent
to the university term to fulfill “incomplete” requirements will receive late penalties, just
as do late assignments submitted during the regular semester.
Fieldwork:
California Commission on Teacher Credentialing requires student to complete 20 hours
of fieldwork in a secondary classroom (7-12). Fieldwork hours that are not finished will
not automatically be granted an incomplete.
Required Texts:
 Alvermann, D., Phelps, S., Ridgeway, V. (2007). Content Reading and Literacy:
Succeeding in Today’s Diverse Classroom. Boston: Allyn and Bacon.
 Globe Fearon (2000). Secondary Reading Assessment Inventory. New Jersey:
Globe Feron.
 Johns, J. L. & Berglund, R. L. (2006). Strategies for Content Area Learning:
Vocabulary, Comprehension, Response. Dubuque, Iowa: Kendall/Hunt.
 Pilgreen, J. (2000). The SSR handbook: How to organize and manage a sustained
silent reading program. Portsmouth, NH: Heinemann.
 One literature circle book to be determined
Recommended Readings:
•Buss, Kathleen & Karnowski, Lee. (2002). Reading and Writing Nonfiction Genres.
Newark, Delaware. International Reading Association.
•Elliott, Joan B. & Dupuis, Mary M. (ed.) (2002). Young Adult Literature in the
Classroom Reading It, Teaching It, Loving It. Newark, Delaware: International
Reading Association.
•Farstrup, A. & Samuels, S. (Eds.) (2002). What Research Has to Say About Reading
Instruction. Newark, Delaware. International Reading Association.
•Krashen, S. (1993). The power of reading. Englewood, Colorado: Libraries Unlimited,
•Mantione, Roberta D. & Smead, Sabine. (2002). Weaving Through Words: Using the
Arts to Teach Reading Comprehension Strategies. Newark, Delaware: International
Reading Association.
•Nagy, William E. (1988). Teaching Vocabulary to Improve Reading Comprehension.
Newark, Delaware: IRA.
•Richardson, J. (2000). Read it aloud! Using literature in the secondary content
classroom. Newark, Delaware: IRI, Inc.
EDUC 466 Syllabus-updated Jan09
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•Tiedt, I. (2000). Teaching with picture books in the middle school. Newark, Delaware:
IRA, Inc.
•Trelease, J. (1995). The read-aloud handbook. New York, New York: Penguin Books.
Schedule of Topics, Assignments, and Exams
Session 1
TOPIC:
INTRODUCTION TO CLASS
Welcome
Syllabus & Course Overview
Personal Information & Introductions
Fieldwork Requirements
A beginning look at literacy and reading in the content area classroom
Text preview
Literature Circle introduction and book selection
Introduction to blackboard
DUE:
Session 2
TOPIC:
Bring Alvermann text to class
CONTENT AREA LITERACY, THE READING PROCESS;
LANGUAGE, DIVERSITY, AND CULTURE
Assumptions underlying content teaching
What it means to be literate
Content Area Standards and Literacy Instruction
The reading process
Language as a Vehicle for teaching & learning content
Diversity in language and learning
Universal Access and Differentiated Instruction
Teaching and learning in culturally diverse classrooms
Culturally responsive professional growth
Into, through, beyond lesson format
Assign reading/roles for literature circles
DUE:
Session 3
Alvermann-Ch. 1 pp. 2-33
Alvermann-Ch. 2 pp. 35-61
Candidate Location Information Form-Completed
Downloaded Fieldwork Documents (hardcopy)
Bring book for literature circles
Initial response to Blackboard Discussion Topic #1 Due 6:30 pm
tonight
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TOPIC:
CREATING A FAVORABLE LEARNING ENVIRONMENT AND
PREPARING TO READ
Affective characteristics
Forms of grouping
Universal Access and Differentiated Instruction
Creating community with technology and multimedia
Content Area Standards and Literacy Instruction
Conflict resolution
The role of prior knowledge
Assessing and building on prior knowledge
Activating schema or prior knowledge with pre-reading strategies
ABCs of a good lesson plan
Integrating PEP into your lesson
DUE:
Alvermann-Ch. 3 pp. 63-86
Alvermann-Ch. 6 pp. 164-187 (continued next page)
Study Guide #1
Two replies to Blackboard Discussion Topic #1 Due 4 pm
Print out Group Vocabulary Lesson form from Black Board for next
week.
Session 4
TOPIC:
DUE:
INCREASING VOCABULARY AND CONCEPTUAL GROWTH
LEARNING ENVIRONMENT
Instructional Decision Making
Planning and Educational Technology
Content Area Standards and Literacy Instruction
Learning words and concepts
How students learn vocabulary
Teaching Vocabulary
Universal Access and Differentiated Instruction
Group Vocabulary Lesson Plan Introduced (Due session 7)
Ch. 4 pp. 88-103
Ch. 8 pp. 228-244
Initial response to Blackboard Discussion Topic #2 Due 6:30 pm
tonight
Session 5
TOPIC:
CONTINUATION OF VOCABULARY STRATEGIES
Structured frameworks for content literacy lessons
Content Area Standards and Literacy Instruction
EDUC 466 Syllabus-updated Jan09
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Beyond the daily lesson plan
Universal Access and Differentiated Instruction
Developing Students’ Independence
Reinforcing Vocabulary
DUE:
Ch. 4 pp. 103-121
Ch. 8 pp. 245-264
Literature Circle Book Presentations
Two replies to Blackboard Discussion Topic #2 Due 4 pm
Study Guide #2
Print out SRI form from Black Board for next week.
Session 6
TOPIC:
READING TO LEARN
Constructing meaning with text
Helping students comprehend
Content Area Standards and Literacy Instruction
Universal Access and Differentiated Instruction
Questions and questioning
Comprehension guides
Sensing and responding to text structure
Intro Secondary Reading Inventory (Due Session 14)
DUE:
Ch. 7 pp. 189-226
Bring: Globe Fearon Secondary Reading Inventory Assessment text
Print out Reading Comprehension form from Blackboard for next
week.
Session 7
TOPIC:
STUDYING AND STUDY STRATEGIES
Prerequisites for effective studying
Accessing information
Preparing for tests
Using Study strategies
Universal Access and Differentiated Instruction
Content Area Standards and Literacy Instruction
Intro Reading Comprehension Lesson (Due session 12)
Mid-Semester Review
DUE:
Ch. 11 pp. 338-361 (continued next page)
EDUC 466 Syllabus-updated Jan09
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Bring: content area textbook (teacher’s or student’s edition)
Study guide #3
Group Vocab lesson- taught in class. Lesson plan chart & report due.
Session 8
TOPIC:
MIDTERM
Webquest
DUE:
Fieldwork logs for at least 5 hours and Supervision Agreement form
Resource Notebook
Initial response to Bb Discussion Topic #3 Due 6:30 pm tonight
Session 9
TOPIC:
REFLECTING ON READING; DEVELOPING LIFETIME READERS:
LITERATURE IN CONTENT AREA CLASSES; INTRODUCTION TO
SSR
Engaging students through discussion
Guiding student reflection
Promoting critical literacy
Introduce Reading Comprehension Lesson
Content Area Standards and Literacy Instruction
Universal Access and Differentiated Instruction
Benefits of using literature in content areas
Encouraging responses to literature
Integrating literature into content areas
Developing awareness of diversity through literature
Sustained Silent Reading
DUE:
Alvermann-Ch. 9 pp. 266-289
Alvermann, Ch. 12, pp. 363-387
Pilgreen Ch. 1-3 pp. 1-30
Two replies to Blackboard Discussion Topic #3 Due 4 pm
Print out form from Black Board for next week- Cultural Lit Group
Project
(Due session 15)
Session 10
TOPIC:
SSR (Cont); WRITING ACROSS THE CURRICULUM
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Role of SSR in developing proficiency
Eight critical factors to include in an effective SSR program
What content teachers need to know about writing
Writing activities for content areas
Content Area Standards and Literacy Instruction
Universal Access and Differentiated Instruction
Introduce Cultural Literacy Group Project
DUE:
Session 11
TOPIC:
Pilgreen Ch. 4-6, pp. 31-102
Alvermann, Ch. 10, pp. 291-322
Study Guide #4
Initial response to Bb Discussion Topic #4 Due 6:30 pm tonight
WRITING ACROSS THE CURRICULUM (Cont.)
Writing to inquire
Responding to student writing
Universal Access and Differentiated Instruction
Content Area Standards and Literacy Instruction
DUE:
Session 12
TOPIC:
Alvermann Ch. 10, pp. 322-336
2 replies to peers for Discussion topic #4 by 4 pm
ASSESSMENT OF STUDENTS AND TEXTBOOKS
Tests and testing: A consumer advisory
Types of assessment
Learning about students
Grades and grading
Universal Access and Differentiated Instruction
Content Area Standards and Literacy Instruction
Portfolio assessment
Assessing textbooks
SRI--Data Collection and Comparison; Analyzing SRI Data
DUE:
Alvermann Ch. 5, pp. 123-162
Study Guide #5
Reading Comprehension Lesson
Bring: SRI data collected (project due next week!)
Initial response to Bb Discussion Topic #5 Due 6:30 pm tonight
EDUC 466 Syllabus-updated Jan09
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Session 13
TOPIC:
CLASS WORKSHOP
SRI-Data collection & comparison; Analyzing SRI Data
Final exam review and overview
Bring materials for Literacy & Diversity Group Project
DUE:
Bring: SRI data collected (project due next week!)
2 replies to peers for Discussion topic #5 by 4 pm
Session 14
TOPIC:
DUE:
FINAL EXAMINATION
Secondary Reading Inventory Assessment Data & Report
Resource Notebook
Fieldwork logs (20 hours completed)
FINAL EVALUATION FORM signed by the school site literacy
coordinator
Session 15
TOPIC:
LITERACY & DIVERSITY GROUP PROJECT PRESENTATIONS
DUE:
Literacy & Diversity Group Project
Academic Honesty Guidelines
The University of La Verne embodies a tradition of learning and scholarship that stresses
conscientious, scholarly effort and a scrupulous regard for the intellectual and academic
contributions of others. Indeed, this tradition stands at the virtual foundation of most
American institutions of higher learning. This implies that, more than just imparting
knowledge and ideas, the University means to instill a sense of integrity about academic
work in its students.
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ULV’s official statement on Academic Honesty is contained in the Rights and
Responsibilities section of the current Catalog, and should be read and understood by
each student in the University. The purpose of this communication is to provide
additional information and guidance on several of the policy areas in order that there be
no misunderstanding regarding the University’s position on academic honesty.
Types of Academic Dishonesty
In general, academic dishonesty falls into two major categories:
Cheating
 Copying or using crib notes in examinations, homework, lab assignments, or
written products.
 Submitting papers done entirely or in part by another person.
 Giving to or getting exam answers from another student.
Plagiarism
Representation of another person’s words or ideas as your own by not properly
citing them.
Acts of Academic Dishonesty
Specific acts of academic dishonesty include at least the following:
a. Copying material from someone else’s work without footnoting this source.
b. Getting questions or answers from someone who has already taken the same
exam.
c. Coping answers from a fellow student’s homework instead of doing the work
independently.
d. “Padding” a bibliography with citations never read.
e. Giving answers to other students during an exam.
f. Submitting to an instructor a paper that was written all or in part by someone else.
g. Coping from someone’s test or exam paper with or without the person knowing it.
h. Working on the same homework with other students when the teacher does not
allow it.
i. Writing a paper for another student.
j. Taking an exam for another student.
k. Having another student take an exam for you.
l. Using the same paper to fulfill requirements in two different courses without the
instructor’s permission.
While the majority of this list constitutes blatant cheating, a few (e.g. a, c, and d) involve
the less clear work or plagiarism.
Dispositions
As students and professors in ULV’s Education Department, we agree to the following
dispositions and work towards improving and modeling these characteristics on a daily
basis:
Intellectual Commitment
Respectfulness
Emotional Maturity
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Empathy
Socio-cultural Competence
Responsibility
Commitment to Professional Development
Ethical Behavior
Professionalism
Plagiarism
The plagiarist is the academic counterpart of the bank embezzler or the product
mislabeler, and involves a student or scholar who leads the reader to believe that what is
being read is the original work of the writer, when it is not. Sometimes, students of good
will are guilty of plagiarism simply because they are not aware of the illegality of certain
kinds of “borrowing” and of the procedures for correct identification of materials other
than those gained through independent research and reflection.
The range of possible plagiarism activities is a wide one, with the following major
categories identified in decreasing order of severity.
a. Word-for-word copying of another’s writing, without enclosing the copied
passage in quotation marks and identifying it with a footnote, both of which are
necessary.
b. The mosaic, a random patchwork of readings and snatches of phrases that are
woven into the text resulting in a collage of other people’s words and ideas, with
the writer’s sole contribution being the cement holding the pieces together.
c. The paraphrase, an abbreviated (and often skillfully prepared) restatement of
someone else’s analysis or conclusions without acknowledgement of that other
person’s text or writings.
d. The apt term, in which a particular phrase so admirably expresses one’s opinion
that, either consciously on unconsciously, the term is adopted as one’s personal
contributions to scholarship.
Most students need only to guard against unintentional plagiarism. If more information is
needed on the finer details of the subject, please see the sources listed below, or speak
with your instructor.
Summary
Academic dishonesty will not be tolerated at the University of La Verne. Whether
deliberate or inadvertent, the ultimate “loser” in cases of cheating or plagiarism is the
student himself or herself, for whom the learning opportunity forfeited by such acts can
never be regained. It is expected that each student at this University will understand and
support the fundamental policy of academic honesty discussed above.